1. Effects of Web-based Learning Tools on Student Achievement and Teacher Perceptions Ann E. Crosby

2. Research Questions: Will co-teaching utilizing web-based learning tools in a 6th grade English class affect the general education teacher’s perceptions regarding technology use at a Middle School during the 3rd marking period in 2011? Will co-teaching utilizing web-based learning tools in a 6th grade English class affect student writing skills as compared to pre-intervention and business as usual at a middle school during the 3rd marking period in 2011?

3. Why This Project? Weak MEAP scores in area of writing District wide writing goals Lack of technology usage in middle school Budget cuts require free alternative to software

4. Subjects Small, rural middle school in southeastern Michigan Grades 5-8 98% Caucasian 16% free or reduced lunch Approximately 130 students per grade level 6th grade class consisting of 19 students Varying ability levels 10 females, 9 males 6th Language Arts teacher possessing a Master Degree in Education 8 years teaching experience Little technology experience

5. Published Literature Current Research

6. Co-Teaching General education teacher & technology teacher Challenges Who will lead? Who will grade? Making instructional decisions & equal presence? (Mason, 2010) Benefits Increased motivation and creativity Professional growth & more likely to reflect on teaching Collaboration helps overcome obstacles and create new methods to reach students. (Ae-Hwa et al., 2006; Jang, 2006; Mason, 2010)

7. Co-teaching & Technology Integration Novices are more likely to use technology if they have seen it in action. (Jang, 2008) More teacher availability, improved learning outcomes, improved student achievement and the benefit of combined expertise of both teachers (Ae-Hwa et al., 2006; Mason, 2010)

8. Teacher Perceptions Perceived Barriers: Lack of time to research and learn technology Limited skill levels Cost of software Fear Lack of training and knowledge about how to implement technology into teaching (Kay, Knaack, & Petrarca, 2009)

9. Web-based Learning Tools “interactive web-based tools that support learning by enhancing, amplifying and guiding cognitive processes of learners.” Including wikis, interactive videos, game, and online word processing. Teacher Perceived Barriers Tools are untested teaching methods Too time-consuming to search for appropriate activities Teachers feel that they are not knowledgeable enough to align the tools to content standards ( Kay, Knaak, & Petrarca 2009)

10. Web-based Learning Tools Challenges: Students with less computer comfort levels expressed frustration with some WBLT Not all students used the tools appropriately and found little success. It is up to the teacher to choose the appropriate tool and not all tools are created equal. (Cameron and Bennett, 2010)

11. Web-based Learning Tools Benefits: Students are more engaged when using WBLT than when lessons contain direct instruction alone. (Cameron and Bennett, 2010; Jang, 2006) Improves student knowledge and overall performance in core content classes. (Jang, 2006; Kay, 2008; Kay et al., 2009)

12. WBLT: Wiki Page “a wiki is an online platform that allows many users to create and edit a simple webpage or several linked pages” Pros The ability of the teacher to monitor discussion and edits allows the teacher to track student improvement. Easy to set up and navigate. Tracking the edits also allows students to see the editing process. (Morgan & Smith, 2008)

13. Co-planning, Co-teaching & Co-assessing The Intervention

14. Co-planning Face to face and email communications Agreed on Language Arts Topics: Persuasive Essays and Poetry Technology Teacher identified WBLT to share with L.A. teacher Together, final selection of WBLT and lessons were chosen. Lesson Plan

15. Co-Teaching The technology teacher focused on introducing the technology aspects of the lessons The L.A. teacher focused on delivery of content. Both teachers offered support to students throughout the lessons.

16. Co-assessing Work was assessed through: rubrics observation grading done by the general education teacher. Edits and revisions were tracked using wiki history. Skill assignments were completed both through WBLT and written assignments.

17. Overcoming Obstacles Challenges Solutions Technology issues Scheduling Student technology skills Inappropriate comments Teacher confidence Set up & tested all WBLT Communication and calendar Pre-typed directions and demonstration Monitored daily & removed Demonstrate and allow practice

18. Instruments

19. Teacher Perceptions Interview Face to face and email On going throughout the process Focused on the teacher’s: Past technology experiences Thoughts on technology’s impact on student achievement Perceived barriers with implementing technology Ongoing thoughts regarding the intervention Interviews Survey 13 questions rated on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) Given before and after intervention Survey

20. Persuasive Writing Rubric All final writing assignments are graded using a teacher created criterion-referenced rubric. Measures students’ writing skills based on set criteria established by Michigan State Content Standards. Assessed by the Language Arts teacher Rubric

21. Poem Presentation Rubric Control and intervention groups recited poems from memory and the teacher used the same rubric to grade all presentations. Rubric Examples

22. Marking Period and Assignment Grades Majority of the intervention was completed during the third marking period. Control group completed assignments equivalent to the intervention. Compared identical assignments completed by the control and intervention groups

23. Planning and Implementation Procedures

24. Planning Teacher Perception Survey and Teacher Perception Interview were conducted. Teachers chose appropriate WBLT and created a plan for carrying out intervention. The team chose to use a Wiki online persuasive writing map web-based poetry activity interactive persuasion activity

25. Implementation Introduction to wiki and adding control essay to wiki pages Fact/Opinion Chart. Students/teachers comments Interactive Persuade, Argue, and Advise Activity/Author’s Purpose 1 Online interactive Persuasive Essay Map/Map worksheet.

26. Implementation (cont.) Wrote essays on wiki pages offered feedback Author’s Purpose Assessment. Found poems on the Internet & created picture video Videos uploaded to wiki pages, viewed others’ videos & left comments. Recited poems

27. Teacher Perceptions & Student Writing Skills Impact

29. More capable of finding quality on-line resources

30. More positively that technology can help students :

31. Acquirebasic skills

32. Acquire critical thinking skills

34. Student Writing Skills Persuasive Essay (out of 20 points) 53% of students had an increase on the intervention assignment 16 % had a decrease Comparison Table

35. Marking Period Grades When compared to the 2nd marking period students’ grades during the 3rd marking period increased 68% Four students’ grades decreased with three of the four decreasing no more than 4 percentage points.

36. Marking Period Comparison

37. Intervention vs. Business as Usual Author’s Purpose Assessment Students in the intervention showed no significant difference in overall scores. Both groups had about 75% passing rate of 70% or above with a class average of about 15/20 on the assessment. Author’s Purpose Assessment

38. Poem Presentation Intervention group had a class average 7% higher than the control group. Intervention group: 95% passing Control group: 80% passing Intervention group seemed more prepared to recite the poems.

39. Recommendations

40. Teacher Perceptions Co-teaching can: change negative feelings about integrating technology be used to increase technology integration. Administrators need to consider co-teaching when creating schedules. As more teachers feel = exponential growth in technology usage.

41. Web-based Learning Tools large variety varying degrees of quality t-consuming to find and evaluate So: Creation of a WBLT database Content specific teachers evaluate and discuss possible WBLT

42. WBLT continued Allows students to: use many modalities to learn concepts and create knowledge. create an original product may encourage learning. Using a wiki is a successful strategy in improving writing Offer PD regarding wikis Add wireless labs.

43. Student Writing Skills Encouraged more students to complete all assignments quality of work increased Increased motivation and time spent on assignments outside of school hours. More research should be conducted to measure the affects of WBLT on student writing skills.

44. References Ae-Hwa, K., Woodruff, A. L., Klein, C., & Vaughn, S. (2006). Facilitating co-teaching for literacy in general education classrooms through technology: Focus on students with learning disabilities. Reading & Writing Quarterly, 22, 269-291. doi:10.1080/10573560500455729 Cameron, T., & Bennett, S. (2010). Learning objects in practice: The integration of reusable learning objects in primary education. British Journal of Educational Technology, 41, 897-908. doi:10.1111/j.1467-8535.2010.01133.x Jang, S. (2006). The effects of incorporating web‐assisted learning with team teaching in seventh‐grade science classes. International Journal of Science Education, 28, 615-632. doi:10.1080/09500690500339753 Jang, S. (2008). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. Computers & Education, 51, 646-659. doi:10.1016/j.compedu.2007.07.001 Kay, R., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51, 1304-1320. doi:10.1016/j.compedu.2008.01.001 Kay, R., Knaack, L., & Petrarca, D. (2009). Exploring teachers perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning & Learning Objects, 527-50. Retrieved from EBSCOhost.

45. References (cont.) Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers' intent to use computer-based technology. Journal of Instructional Psychology, 35, 275-287. Retrieved from EBSCOhost. Mason, C. (2010, September 30). Co-teaching with technology: The power of “3”. Retrieved from http://www.edimprovement.org/2010/09/co-teaching-with-technology/ Morgan, B., & Smith, R. D. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82. Retrieved from EBSCOhost. Pence, H. (2009). Teaching in the 21st century. J.Educational Technology Systems, 38(2), 103-110. Retrieved from http://media.web.britannica.com/ebsco/pdf/103/47623103.pdf Weingarten, K., & Frost, C. (2011). Authoring wikis: Rethinking authorship through digital collaboration. In , Radical Teacher (pp. 47-57). Radical Teacher. Retrieved from EBSCOhost.